VOL. 24, No. 3
M. F. Cleveland-Innes and D. R. Garrison's book entitled An introduction to distance education: Understanding teaching and learning in a new era is a resource that advances the pedagogy of distance education. Further, as its title suggests, this book offers an evolutionary look at distance education. To accomplish the goal of providing a comprehensive examination of current theories, practices, and goals within distance education, the editors have involved experienced stakeholders on the cutting edge of the field. Complete with biographies of all contributors, this book offers a concise and understandable overview of distance education which will be useful to both experienced and novice educators as well as students.
Composed of 12 chapters grouped into four main sections, this text exposes readers to many issues which impact the continually evolving field of distance education. Part I focuses on the emergence and evolution of distance education in the industrial era. Chapter 2 sets the foundation for the structure of and discussions within the book by mapping the evolution of distance education and clarifying key assumptions that underpin the book. This chapter sets the stage for all issues addressed in subsequent chapters and prompts the reader to think about how these issues will impact the future of distance education. Throughout Part I, the history, development, and organization of correspondence models of education as well as the concept of open learning, new theories, and various ways of teaching are explored. Technological boundaries in the industrial era which constrained innovation are identified. These constraints necessitated creativity in delivering education at a distance. As technology evolved, so too did teaching methods and approaches.
In Part II, this changing environment is further examined. Shifting philosophies, assumptions regarding learning, new models of education, and technology that led to reconceptualizations of both the teacher and the learner are discussed. Chapter 5 stands out for its examination of the construct of a post-Fordist framework for distance education and constructivist learning theory. In Chapter 6, the authors illustrate, from a global development perspective, how university-level distance education has shifted. Not only does it bridge special barriers to education; it also accommodates the lifestyle and personal circumstances of students. Chapter 7 explores the differences between industrial (referred to as 'distance education') and post-industrial (referred to as 'online learning') distance education approaches. Post-industrial online learning embraces new pedagogical approaches and enables student-centeredness, collaborative study, and constructivist learning opportunities. Why and how online learning intersects with new technologies and constructivist epistemology are particularly explored.
Part III examines recent developments in distance education, including technological advances and the concept of international competition. Chapter 8 reviews the past and future of distance education while examining the pedagogical possibilities of new technologies that increasingly unify the physical and virtual worlds of education. Issues such as user access, connectivity, and navigating search engine filters are considered. The possibilities of incorporating cutting edge applications for education such as Personal Webs, gaming, and Semantic Web are also outlined. Chapter 9 focuses on blended learning, or the use of Web-based technology in conjunction with face-to-face learning. The opportunities and challenges inherent in this approach for students, educators, and administrators are explored. The Community of Inquiry (CoI) framework is recommended as a valuable resource in designing blended learning courses and programs. In Chapter 10, future possibilities for distance education are questioned, identifying diversity, fluidity, and flexibility as the main characteristics of this forthcoming era. While the demand for learning at a distance is projected to continue, it is suggested that terminology may need to evolve. At the same time, the authors advocate for 'recycling' useful aspects of current models of distance education.
In the final section of the text, Part IV, a number of issues and possibilities are revisited. Chapter 11 argues for courageous and collaborative leadership in order to advance the learning opportunities of distance education. The editors' concluding chapter summarizes the evolution and reshaping of distance education, highlighting the need for scholarly pursuit of online education pedagogy and theory as technologies and philosophies of distance education continue to evolve. Limitations of current methods of distance education and unanswered questions are also presented.
Suggestions for enhancement of current teaching methods are presented throughout the text. Support is offered for teachers and learners alike in each chapter. Thought-provoking quotations are used to draw attention to key points and stimulate discussion. These quotations likewise make the reading more enjoyable, prompting the reader to reflect on his or her thoughts. Some parts of the text include lengthy paragraphs and sections without headings, lists, or other cues. More quotations and/or use of diagrams in these sections could assist students and educators in remembering key points as well as promoting interest in the topic.
Each chapter concludes with definitions of concepts and these definitions will be especially useful to students or novice educators. Discussion questions are also presented, which can be used as starting points for simulating discussion and interest in evolving educational opportunities. The intent of these questions appears to be promotion of reflection and review of key ideas. While these questions are stimulating, they might be additionally useful if suggestions for further reading were provided. While the reader is welcome to examine the reference list at the end of each chapter, a dedicated list of relevant resources would be helpful.
In closing, this book is a collection of expert opinions by leading distance education scholars. Just as the provision of contributor biographies adds credibility, the editors have done an excellent job of connecting chapters through use of a logical framework, which facilitates the development of ideas. Although there is some repetition of concepts across chapters, these concepts are described from different perspectives in the respective chapters, and the repetition is necessary given the various contexts presented. Interesting, informative, and easy to understand, Cleveland-Innes and Garrison’s book make an important contribution to understanding the past, present, and future of distance education.
Laura Anne Killam is a professor at the School of Health Sciences and Emergency Services, Cambrian College, Sudbury, Ontario. E-mail: laura.anne.killam@gmail.com